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Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis

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Losinski, Mickey; Cuenca-Carlino, Yojanna; Zablocki, Mark; Teagarden, James – Behavioral Disorders, 2014

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding…

Descriptors: Metacognition, Learning Strategies, Effect Size, Standards